Page:History of Public School Education in Arizona.djvu/74

68 Garlic, Tempe, treasurer. The second session was held in Tucson. Its declared objects were improvement of the school system, professional fellowship, and protection. The interest manifested seemed to warrant recognition by the legislature and authorization to outline a course of reading.

The superintendent said that the compulsory law was a dead letter. This failure was apparently because its enforcement was devolved upon too many persons, and no compensation was provided therefor. It was pointed out also that “the formation of so many small school districts is expensive and detrimental in more ways than one.” The consolidation of small districts with a controlling board as the trustees were then chosen was recommended as an improvement. Consolidation promised to be less expensive, and it was thought better supervision would follow.

In his message to the assembly in 1895 Gov. Hughes adopted in the main the suggestions of the Territorial superintendent and recommended them in his message. These included the enlargement of the duties of the Territorial superintendent, requiring him to visit each county at least once a year and to audit the accounts of the county superintendent and county treasurer. The representation of all classes of school work on the Territorial board of education and the separation of the office of probate judge and county superintendent were urged.

The governor said further:

It should be remarked that while there was discussion and demand that high educational qualifications should attach to the county superintendent, there was neither suggestion nor demand that there should be such for the Territorial superintendent. From the educational point of view any man was good enough. It was a political job, to be filled by the choice of the governor and without any required considerations for the good of the schools themselves. It would seem that it was sometimes the case that men were appointed with few qualifications, or with professions which could in no sense serve as a basis for educational supervision. When the student takes into consideration that the office of Territorial superintendent was always the football of politics and that appointments were made